Pre-School Children Learn to Use the iPad to Learn, Document, Assess and Create Content

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TAVERNIER, Monika (Woodland Harbourside preschool)

http://citers2013.cite.hku.hk/en/paper_617.htm
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Pre-School Children Learn to Use the iPad to Learn, Document, Assess and Create Content

  1. 1. iPad forEarly Childhood EducationBy Monika Tavernier
  2. 2. Why is this study necessary? Information and Communication Technologies(ICT) are all around us and children at any age areexposed to it every day Many young children have access to ICT in theirleisure time and use it Early Childhood Education (ECE) has not yetintroduced ICT as a “practical life experience” inits curriculum There is very little research done on how youngchildren interact and use ICT constructively
  3. 3. What did the study do? Introduce children between 4 and 5 yearsto the iPad through teacher centeredlessons Give the children opportunities tofamiliarize, experiment and proactivelyuse the iPad during class time Provide children the opportunity to self-initiate the use of the iPad under thesupervision of the researcher
  4. 4. Theoretical Framework Social Constructionism children learn insocial settings, throughcollaboration, interaction, sharing ofinformation and creating artifacts 4 stages of “Bloom’s Digital Taxonomy”(Churches, 2008) „Key steps to successfully evaluatingEducational Technology‟ (McMains andGunnewig‟s (2012) )
  5. 5. Which tools have been used inthe study? Parent Questionnaire Qualitative Case Study: Student Observation Video Recording of students Classifying student‟s iPAD literacy based ontheir interaction with the iPad, their learningapproach and the outcome of their iPADactivities
  6. 6. Why an iPad?An iPad merges several devices into one:- Digital camera- Video Camera- Laptop/Desktop to access the internet, playeducational games, write notes- HiFi/DVD Player/TV to listen to music, watchfilms- Books to read electronic story booksTrepanier-Street et al. (2011)
  7. 7. Application SelectionMcManis and Grunnewig (2012) suggestthat a software (in this case applications)has an educational impact on children, if itengages the learner, is child-friendly (in itsdesign and navigation), involves interactivitybetween the child and the program andmonitor‟s a child‟s progress.
  8. 8. Determiners for planning Activities& Application Evaluation: Establish learning goals for the children Identify the hardware or device(s) youhave or would like to have Analyse features and content of thesoftware/program in meeting learninggoals Plan how the educational technology willbe integrated into the curriculum.McMains and Gunnewig (2012)
  9. 9. Case Study Findings Most children have experienced ICTdevices before All children learn to use it quickly iPad and particular applications aresuitable for ECE Children are capable to achieve all forstages of Bloom‟s Digital Taxonomy Children use the iPad purposefully andconstructively
  10. 10. QuestionnaireDataDevice Technology that isused at home byTechnology thatchildren have accesstoWhat the children use theTechnology forLaptop 6/6 families 4/6 children Play games,access educationalwebsitesHiFi 5/6 families 5/6 children Watch moviesListen to musicDigital Camera 6/6 families 4/6 children Take photosMake short filmsVideo Recording 5/6 families 1/6 children Make videosInternet 6/6 families 4/6 children Research somethingAccess youtube.comAccess educational websiteMobile Phones 6/6 families 5/6 children Call familyLook at photos/videosTake photosMake videosPlay gamesListen to musicDesktop 2/6 families 1/6 children Play educational gamesElectronic Storybooks 2/6 families 1/6 children Leap (a special brand ofeducational electronic toys)Voice Recorders 1/6 families 0/6 childrenTablets 5/6 families 5/6 children Play (educational) games,watch movies, access theinternet, listen to musicElectronic Toys 5/6 families 4/5 children Learn English and Mandarin
  11. 11. Determiners of kid‟s progress Personality Group Arrangements Time Number of available devices Selection of Application
  12. 12. iPad in ECE PROS (among others) Easy to operate Tailor made learning activities Diversified documentation of learning Assessment Parental Involvement
  13. 13. iPads in ECE CONS (amongothers) Time constraints Man power Curriculum Compatibility Financial Resources
  14. 14. Case Study Videos Summary of children using the iPad andthe 5 selected applications Kid‟s creations: Sock Puppets Story Creator
  15. 15. References McManis, L.D. &Gunnewig, S.B. (2012).Findingthe Education in Educational Technology withearly Learners. Young Children (May2012), PP. 14-24 Churches, A. (2008)Bloom‟s Digital Taxonomyv2.12.retrieved from:http://www.scribd.com/doc/8000050/Blooms-Digital-Taxonomy-v212. Trepanier-Street, M.L., Hong, S.B., & Bauer, J.C.(2001).Using technology in Reggio-Inspiredlong-term projects.Early Childhood EducationJournal, Vol. 28 (3), pp. 161-168
  16. 16. Questions & AnswersThank you for listening. Should you havequestions, please share them now.

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